A lexicographic combination model of decision making by superintendents among multiattribute instructional program alternatives

The decision-making process of 16 superintendents in choosing among alternative instructional programs for elementary level grades was studied. The additive and lexicographic combination models of decision making were investigated for consistency with the process used by the Ss in ranking 27 alternative instructional programs. The programs were formed from all possible combinations of three different results on each of three attributes. The attributes were (1) program cost per pupil, (2) reading achievement gain in grade units, and (3) arithmetic achievement gain in grade units. Fifteen Ss performed with five or fewer pairwise reversals from the lexicographic model. The lexicographic model was accepted as most consistent with the decision-making process.